Scenarios
This section is intended to give you lots of
ideas about how to incorporate ICT into your teaching. Whilst this Unit is not
the place to provide detailed technical instructions on the use of specific
applications or equipment (you will need to consult the manuals for such
information) we have identified a number of key skills that are required to
carry out activities similar to those described below. It is assumed that you
are familiar with the operating system your computer uses and can manage basic
tasks such as starting up programs, simple word-processing, saving and printing
work. The key skills, the type of software and any peripherals will be listed
at the end of each scenario. These will be linked into the activities, that you
will find at the end of this section.
It should also be noted that whilst many of the
activities described in this section could be made accessible to switch users
– indeed some of the examples show switches in use – this Unit is not
intended to provide detailed information about the many issues involved in
switch access. This subject is examined in Unit 8 – The development of
switching skills.
Scenario 1 -
Supporting reading
Introduction
The computer will now allow pupils to
understand ideas and information that may be too difficult when presented in
traditional book form. The combination of text, sound and pictures now
available as ‘talking books’ both reinforce meaning and may better
support the learning style of the reader.
The first 15 minutes of the English Literacy
Hour is about engagement and there is little difference between
using a big book on an easel or using text projected onto a screen. Talking
Book software can be used as shared text, with each pupil involved at his or
her own level: listening, following the text and joining in when confident. The
teacher can stop the computer program at appropriate points, to discuss word
and text level teaching points.
Using books for reference requires a range of
skills that some pupils do not have. When using a multimedia encyclopedia or
dictionaries, pupils no longer need to follow the conventional process of
searching the index or the contents page. By clicking on a word, entering a
search category or selecting from a range of pictures, the same result can be
achieved and the information – presented by written word, picture,
animation and sound – more easily understood.
There are many talking book programs currently
available. If a projector is not available, a large computer monitor will
suffice. The monitor then acts as a focus for everyone in just the same way
that the big book can. Later, when working alone or in a small group, reluctant
readers can read at their own pace, re-reading when necessary. The speech
feedback provided by the software means that the pupils do not have to struggle
with text that may be too difficult. They can focus on the story structure and
meaning. Later, a more confident pupil can return to the ‘real’ book
and read it independently. Talking Books can be accessed by mouse (or
alternative), a touch screen or, with access software, via an overlay keyboard
or switches.
 Example 1 – Talking stories
The pupils in this class have been following an
interactive Talking Story, working through the whole ‘book’ over a
number of days. Pupils who can read have been able to identify the parts of the
sentence by reading the text, and others, who cannot yet interpret text
visually, by hearing it. Since the attention of the whole class is focused on
the screen, the teacher, who does not have to read the story, can watch the
class to see who is following and who is struggling.
When the pupils work on their own Sammy and
Jude can use an IntelliKeys overlay keyboard and switches to access the story
independently. When Ben joins them he uses the mouse. All three pupils can
access the same materials, at their own pace and independently.
An Access Set is now available
for the Living Books series (Brøderbund), which includes overlays
for the IntelliKeys board and three Instant Access options for switch users.
But the teacher has also spent some time making other favourite stories
accessible by creating ‘hot spots’ using ClickIt!.
Hot spots are buttons that can be
placed at particular locations on the screen. A switch user can then explore
each page by scanning around each marker in turn. Overlay keyboard users can
press a programmed key to jump immediately to the screen marker. Matching
overlays can be made using Overlay Maker.
Key skills and equipment
The key skills for the above example are:
- load and start up a CD-ROM
- connect overlay keyboard and switches
- create screen markers (hot spots) on objects in
Multimedia software
- create matching overlays
The key equipment is:
- talking books on CD-ROM
- overlay keyboard (IntelliKeys) and switches
- hot spot software (ClickIt!, HotSpots)
- overlay maker software
 Example 2 –
Creating reading materials
After a class outing or school event, Mrs C.
likes to create talking ‘stories’ for her pupils using multimedia
authoring software. This allows her to use images taken with the digital camera
or scanned pictures to incorporate meaningful images with spoken text for her
pupils. The pupils can then read these ‘books’ with spoken support
and with the images to remind them of the day.
Key skills and equipment
The key skills for the above example are:
• use a digital camera or scanner to put
photographs on your computer
• use multimedia authoring software
The key equipment is:
• a digital camera or scanner
•
multimedia authoring software which is switch and overlay keyboard accessible
e.g. SwitchIt! Maker, Clicker 4, HyperStudio
Example 3 – Information sources
Using books for reference requires a range of
skills that James, a pupil in Year 10, does not have. James uses a wheelchair
and so finds it difficult to make independent visits to the library to search
for the books he needs. If he is given the books, he still has to rely on
someone else to turn the pages for him. By using a multimedia encyclopedia or
dictionaries, James no longer needs to follow the conventional process of
searching the index or the contents page. Using a small rollerball (MicroTrac)
to click on a word, James enters a search category or selects from a range of
pictures to find the reference that he needs. He then copies and pastes the
information directly into his document.
Key skills and equipment
The key skills for the above example are:
- load and start up a CD-ROM
- check that the resource is appropriate to the
pupil’s needs and search for information
- exchange mouse for mouse alternative
- use of word processor copy and paste
The key equipment is:
- reference CD-ROMs
- rollerball to replace the mouse
Summarizing skills
Young people who find books difficult to handle or to use in
the traditional sence, are turning to the internet and CDs as an information
source. Although they may be able to read the text, working with it so that
they can identify and record relevant facts or key points may be impossible.
Microsoft Word has a facility that may help. Having found the
information, highlight it and copy it into a Word document. Click on
AutoSummerize in the Tools menu and reduce the passage to 50% or
25% and then print it out. This can then be used as a crib sheet to help the
student focus on the information needed.
   
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